Instructor:

 Caroline  Parnass                                            Grade  and  Subject:  7th  grade  Mathematics  

Lesson  Title:  Simplifying  Algebraic  Expressions     Date:  10/07/2014  

1. LESSON CONTEXT AND RATIONALE

Culture  and  Context   The target population of this lesson is a single class, consisting of twenty-
eight students, of seventh grade mathematics students at B. Middle School.
The classroom is homogeneous in the sense that this is a general
education classroom and not an inclusion class with a large number of
students requiring special educational accommodations. Nevertheless,
there are certainly different levels of ability within the classroom. There are
many high achieving students who consistently make good grades and
demonstrate high levels of understanding. At the same time, there are
those students who are low achieving or lack motivation. Additionally, there
is one student with a 504 plan for attention deficit disorder who is to be
allowed time and a half on in class assessments. With these factors in
mind, I have designed my lesson to be appropriate for all students by
utilizing techniques of differentiation and by maintaining a caring and
respectful classroom community.
The students’ understanding of the material covered in this lesson is vital
not only to the rest of their mathematical careers, but also to their every day
lives. The content of this lesson relates to planning and organization, skills
that can be applied almost anywhere. I intentionally use real-world
applications in my examples because I want students to understand the
relevance of mathematics.
I have incorporated a few different pedagogical approaches in this lesson,
but they center on providing differentiated instruction and assessment and
student choice. To differentiate, I focus my teaching on key concepts and
critical thinking to create pathways for student learning (Tomlinson, 2001). I
do this by starting with an open-ended task which will lead into guided
instruction based on student discovery. I also cater to different learning
styles by utilizing multiple means of representation and engagement. (In
this lesson, I use manipulatives and real-world examples.) Another thing I
do is to provide a level of autonomy to my students, in this case when it
comes to assessment. I use both open questions and parallel tasks in my
worksheet and ticket out the door. This is another way to differentiate, as
described by Small & Lin (2010). Furthermore, providing students with
autonomy, as well as allowing them room to express themselves, helps
build a caring and respectful classroom community (Weinstein &
Novodvorsky, 2011).  
Identity  and   N/A
Intellectual  
Development  
Lesson  Rationale   I believe that the content of this lesson is extremely important to my
students. First, the numerical elements of this lesson will reinforce what the
students should have learned in the previous unit on operations with
rational numbers. Secondly, this lesson will allow students to move onto
further subjects in algebra such as solving variable equations, a
cornerstone of secondary mathematics.
The seventh grade math curriculum touches upon the foundations of many
areas including algebra, geometry, and probability and statistics. The ability
to simplify rational expressions, like the rest of the skills presented in this
class, will help produce more mathematically competent young adults in the
future. Indeed, there are clear connections that can be made between this
 Instructor:  Caroline  Parnass                                            Grade  and  Subject:  7th  grade  Mathematics  
Lesson  Title:  Simplifying  Algebraic  Expressions     Date:  10/07/2014  

lesson and some career skills and every-day activities. That is why I have
incorporated as many practical examples as possible into my lesson. The
purpose of this exercise is to build a foundational skill of mathematics and
connect this skill to areas outside of the classroom.    
Management   There are multiple management techniques in place in the classroom of
which I can make use. One of these is the behavior card that each student
is issued weekly. I like this procedure because it is a way to enforce
behavior without being too disruptive. If I feel that the students are at any
time getting out of hand, I will ask them to all have their behavior cards out
on their desks. Another technique already in place is for me to raise my
hand and wait silently for students to follow suit. This is a good way to get
students quiet between tasks without raising my voice. I will greet students
at the entrance of the classroom as they come in, and I will collect a ticket
out the door from each student as he or she leaves.    
2. STANDARDS & REQUIREMENTS  
2.  CCGSP  or  GPS  
MCC7.EE.1 – Apply properties of operations as strategies to add,
Standard(s)   subtract, factor, and expand linear expressions with rational coefficients
MCC7.EE.2 Understand that rewriting an expression in different forms in a
problem context can shed light on the problem and how the quantities in it
are related.
IEP  Goal(s)  and   There is one student in this class, A.J., who has a 504 plan. It states on
Benchmarks   his plan that he requires extra time on in-class assessments. There are no
students with physical challenges in this classroom.  
Modification(s)   The only assessment I am administering in this lesson is a ticket out the
/Accommodation  (s)   door. Since this assessment is not for a formal grade but rather is intended
as a check for understanding, I will provide everyone in class the same
amount of time for this assignment. If Austin does not finish the ticket out
the door, he may choose to hand it in as it is (without fear of
consequence), or I will allow him up to five minutes after the end of class
and write him a late pass.  
Differentiation   There are multiple students in this class who are high achievers. Many
students are performing at if not above grade level. There is one
particularly intelligent student, K. E., who tends to be disruptive in class.
For this reason, he is placed away from other students in the class seating
chart. For these gifted students, I have provided choice in parallel tasks
and open-ended questions. These tasks aim to extend the thinking of
students who are prepared to challenge themselves.
At the same time, open-ended and parallel tasks can extend the
opportunity to be successful to students who are under-performing. Some
of the low achieving students in this class genuinely try and fail to grasp
the material, but the larger problem, I would say, is lack of motivation.
Therefore, I have strived to make the material engaging to many different
kinds of learners.  
3. RESOURCES
Academic  Language     This lesson will require students to understand and respond to both written
and spoken instructions. Any set of instructions that students receive in
writing will also be communicated verbally for students who have difficulty
with reading comprehension. All students will be asked to produce a
productive written language task on their exit tickets, and volunteers will
be asked to speak in front of the class. The main required language skill,
 Instructor:  Caroline  Parnass                                            Grade  and  Subject:  7th  grade  Mathematics  
Lesson  Title:  Simplifying  Algebraic  Expressions     Date:  10/07/2014  

though, will be in recognizing and producing mathematical notation and

symbols including rational numbers, variables, and mathematical
operations. The most challenging aspect of this will probably be working
with variables. This is not a new concept to students, but they have not
seen it explicitly yet this year. Otherwise, the representational language
demands should not be too challenging for students. Much of the
academic vocabulary in this lesson has been used throughout the
previous unit, and any more recent relevant vocabulary, such as
“distributive” and “commutative,” will be reinforced.    
Language  Functions   The key language function in this lesson is to compare and contrast. One
of the key focus points of this lesson is learning how to recognize like
terms. This means students will nee to understand how one variable is the
same or different from another and why terms like x and x2 are different
and cannot be combined.  
Language   This lesson will include content-specific vocabulary. Such terms include
Vocabulary   variable, like terms, coefficient, constant, expression, and equation.    
Materials   This lesson will begin with an activity involving algebra cubes to get
students active and interested. Then, for my guided instruction, I will give
students handouts with a few exercises on them. I will also ask students to
have three or four different colored pencils, pens, markers, etc. They may
use their own, or I will provide them for the class. I will also have a
SmartBoard presentation with the same problems on students’ worksheets
so that we can formulate solutions on the SmartBoard. Finally, students
will be given a ticket out the door activity which they will complete before
the end of class.    
Technology   The technology feature of this lesson will be the use of the SmartBoard.
Both instructor and students will use this resource. The SmartBoard
technology is useful in this lesson because of its capabilities such as
moving around objects and allowing for different shapes and colors to be
easily utilized.    
4. LESSON PROCEDURE
Enduring   The broad idea surrounding this lesson is learning how to make a
Understanding   mathematical expression more useful by rewriting it in a different form
using operations with rational numbers and the properties of algebraic
expressions. In my exercises posed to students, I have highlighted several
of the applications of this skill that exist outside of my lesson and this
classroom such as leaving a tip at a restaurant, shopping for ingredients,
and tiling a floor. In that last task, I let students essentially create and
solve their own problem, as “students are often motivated to solve open-
ended tasks that they generate themselves” (Bush & Greer, 1999, p. 17).    
Essential   In this lesson, students will apply their knowledge of the properties of
Question(s)   operations to expand, rewrite, and simplify algebraic expressions with
  rational coefficients. (How do I simplify mathematical expressions?) They
will also discuss and understand why this is important. (How is simplifying
mathematical expressions useful?)    
Lesson  Objective(s)   By the end of this lesson, students will be able to simplify mathematical
expressions with rational coefficients (i.e. including negative numbers,
fractions, and decimals) by combining like terms. They will also understand
how this is useful in the context of a problem.  
Assessment  Link     I will measure students’ understanding by using the questions on my ticket
 Instructor:  Caroline  Parnass                                            Grade  and  Subject:  7th  grade  Mathematics  
Lesson  Title:  Simplifying  Algebraic  Expressions     Date:  10/07/2014  

out the door assignment. I will also explicitly ask students to describe one
way in which this can be useful in real-life situations.  
Introduction  to   The hook for this lesson will be a brief but fun and creative activity in which
Lesson   I ask students to create their own sculptures using algebra blocks, count
    how many of each type of tile they used, and use this to write a simplified
algebraic expression. This is an easy way for the students to see how
algebraic expressions translate to the physical world and what it means for
an expression to be simplified. Allowing students to be creative and having
an activity that ties into real physical objects promotes higher-level
thinking. The warm-up should take 10 to 15 minutes.    
Body  of  Lesson     • Body of lesson will consist of guided practice involving questions of
  increasing difficulty
  • Student response and participation will be a large part of the
  lesson
• Students will learn how to simplify expressions by representing like
terms as different colors and/or shapes
• Word problems will be used to connect learning to real life
• Plan for 30 minutes of instruction
• Questions to promote thinking:
Ø What is the difference between an expression and an equation?
Ø What is the coefficient of “x” by itself?
Ø How is x different from x2? Why can’t these terms be combined?
Ø What can negative coefficients represent in the real world?    
Closure   The closure of my lesson will be in the form of a “ticket out the door”
  assessment. The assignment will consist of one open ended task, three
closed tasks, and one writing prompt asking students about how the
lesson is applicable. The tasks will require that the students understand
the lesson’s objectives as well as material from the prior lesson on the
distributive property and the previous unit on operations with rational
numbers. The closure should take 10 minutes to complete.    
5. ASSESSMENT
Evaluation   The formative assessment of this lesson will take place informally
(Assessment  Plan   throughout the class period. I will ask students to share their thoughts and
for  IEP  Goals  and/or   conclusions with the class voluntarily, and I will pick on as many students
504  Plans)   as possible for this. Here, I will provide verbal feedback as needed either
  in the form of praise or correction. I will use the vocabulary and academic
language of this lesson throughout the period, and I will encourage my
students to do so as well. They should also be able to comprehend the
vocabulary of this lesson when completing their exit tickets, my summative
assessment for this lesson. This is the assignment that will tell me whether
or not the students have mastered the material of this lesson. I will know
that they have succeeded in understanding the main focus of this lesson
when they are able to simplify expressions with rational (i.e. negative,
fractional, and decimal) coefficients and describe how this skill is useful in
terms of a real-life situation. Students will receive written feedback on this
assignment in the next class period.    
6. REFLECTION
Analyzing  Teaching   N/A
Effectiveness  
Instructor:  Caroline  Parnass                                            Grade  and  Subject:  7th  grade  Mathematics  
Lesson  Title:  Simplifying  Algebraic  Expressions     Date:  10/07/2014  

References  

Bush,  W.  S.  &  Greer,  A.  S.  (1999).  Mathematics  Assessment:  A  practical  handbook  for  grades  9-­‐12,  Ch.  2,  

  10-­‐35.  NCTM:  Reston,  VA.  

Small,  M.  &  Lin,  A.  (2010).  More  Good  questions:  Great  Ways  to  differentiate  secondary    

  mathematics  instruction,  Ch.1:  Why  and  how  to  differentiate  math  instruction,  1-­‐16.  Teacher  

  College  Press:  USA.  

Tomlinson,  C.  A.  (2001).  How  to  differentiate  instruction  in  mixed-­‐ability  classrooms.  Ch.  3:  The  Role  of  

  the  teacher  in  a  differentiated  classroom,  16-­‐20.  

Weinstein,  C.  S.,  &  Novodvorsky,  I.  (2011).  Middle  and  secondary  classroom  management.  Ch.  3:  

  Building  respectful,  caring  relationships,  49-­‐91.  McGraw-­‐Hill:  US.